Secondary Unit Plan Beg Vocal Ed
Secondary Unit Plan Beg Vocal Ed
Teacher Candidate: Keith Goodrich. Mentor Teacher: Kelly DeHaan Grade: 10-12 Subject: Choir/Voice Class: Beginning Vocal Education
Transfer
Students will be able to use their voice to produce a beautiful consistent sound. Students will learn basic music notation which will enable them to read solo vocal sheet music Students will learn singing kinesthetic (i.e. How to stand, breath, etc). Students will learn to select appropriate music for themselves Students will learn basic musician ship and be able to sing in an expressive manner enabling them to perform comfortably and successfully.
Standard 3: Listen/Analyze/Evaluate Students will expand music listening skills and use music vocabulary to analyze and evaluate music.
Objective C: Document personal growth as a musician. Evaluate strengths and weaknesses in personal performance.
Meaning
UNDERSTANDINGS:
Basic solo singing musician ship skills. Singing with sheet music not just by ear. Match singing, ear training and sight singing skills. Students will be able to speak music (understand musical vocabulary and notation) Identify incorrect singing technique and rectify poor singing Successfully warm themselves up How to practice.
ESSENTIAL QUESTIONS
Why is it important to be able to read music? Why is in important to correctly identify poor singing Why is it important to understand basic music theory Why is it important to independently sing Why is it important to follow proper performance etiquette Why time signatures and key signatures make a difference in musical notation Why understanding music makes me a batter musician. How to develop ear training and sight singing skills how to overcome nerves while performing
Acquisition
Stage 2 EVIDENCE
PERFORMANCE TASK(S): Students show they understand by: Sight singing practices performed in class. Out of the sight singing book and as I introduce new literature to them. Increased skill at producing a beautiful tone on command as they perform in class Proficiency in rhythmic practices in class As they get better at practicing their own music in class PERFORMANCE TASK(S) CRITERIA: Are to be evaluated: Myself and the class every second Friday as they sing solos in class. Written evaluations to be graded by myself. Rhythm practices and evaluations done in class. Themselves as I record them singing and ask them to evaluate themselves Each other, every two weeks during our in class concerts grading rubrics will be provided to help guide students in evaluating properly.
OTHER EVIDENCE: Performance based. This is a performance class in every meaning of the word. They actually perform songs in the class that help develop skills as well as show skills developed. Every two weeks students perform a different solo for the class I expect each student to make marked improvement every two weeks as they perform. I understand students will progress at different speeds and some may excel in different areas.
Lesson 5- students will learn eight notes. Dotted notes and rests that correspondent with note values. And learn how to use the piano as a tool to help them learn music. Match pitch will be introduces in ear training practice. We will also pick new music for the next performance class.
Lesson 6- Warm up. Strength builder, rhythm practice. Student will continue to learn note names, note values, correct singing technique. Students will receive a copy Homeward Bound we will practice good singing together with this song and perform it in class. Students will be videoed and evaluate themselves.
PRE-ASSESSMENT: per assessment by discussing musical background. I am not planning on building upon any foundation that may exist.
PROGRESS MONITORING:
Most the work is done in class but they are expected to practice their song outside of class. Progress is checked every time students come to class. Every two weeks students will perform new songs either they have chosen or that I have chosen for them. I expect marked improvement each time they perform in class. In class quizzes, activities, assignments and discussions
Source: Wiggins, G, & McTighe, J. (2010). The Understanding by Design Guide to High-Quality Units. Alexandria, VA: ASCD.